How to write an elementary school interview lesson plan brief

Fill in the order and name of the chapter or section (or lesson) in the textbook.

In general, the classroom design is based on a section (or lesson) in the textbook. If the textbook of a section (or a lesson) in the actual teaching of more than two classes (we call it credit hours) to complete, then in the classroom teaching design, can either be unified design, segmented teaching; can also be designed according to the credit hours, each into a system.

such as "junior high school chemistry" chapter 2, section 2: atoms, the unified design of the chapter name can be filled in: § 2.2 atoms; separate design for: § 2.2 atoms (first credit hour) and § 2.2 atoms (second credit hour) two design tables.

2. Program hours

According to the design of the actual need to fill in the lectures. Such as the unified design, the need for two classes to complete the "atoms" section of the teaching content, so in the "program hours" column should be filled in "2"; if the second credit hour according to the design of the design program, then in the corresponding "program hours" column fill in "1".

3. Teaching objectives

Subject to the requirements of the course standards (syllabus), careful study of the teaching content and analysis of the characteristics of the teaching object, the section (class) of the teaching objectives.

The preparation of general teaching objectives includes 3 aspects of cognition, motor skills and emotion. In particular, the emotional objectives should be based on an in-depth study of the content of the teaching, digging, refining the positive aspects of the students' thinking and moral development, and make the best use of the situation, natural and relevant. If the lesson (especially some chapters of science) and thought, emotion has no direct, inevitable connection, it is not necessary to dig into the formalism.

The narrative of the teaching objectives should be concise, accurate, concise, and generalized, including the four elements of object, behavior, conditions and standards. It has a direct relationship with the learning objectives of the knowledge points below the table, but it is not a simple addition of all the learning objectives.

Additionally, it is important to note that the scope of the teaching objectives should be consistent with the scope identified in the "Chapter Name" column above. If a section (class) of the unified design, the teaching objectives should also be the whole section (class); if the design is by the credit hour, the teaching objectives should be corresponding to that part of the content of the credit hour, rather than the section (class) of the whole.

4. Learning Objectives Description

The content of the learning objectives description is divided into three parts:

(1) Knowledge point number The code name of the knowledge point, which has uniqueness in this course. Knowledge point number consists of two parts: the front is the code name of the chapter, section (or lesson), and the back is the sequence number of the knowledge point in this section (lesson), connected by a short horizontal line in the middle. For example:

2.6-1 represents the first point in Chapter 2, Section 6;

3.2-3 represents the third point in Chapter 3, Section 2;

2 8-4 represents the fourth point in Lesson 28;

1.3. 4-2 represents the second knowledge point from Title I, Chapter 3, Section IV.

(2) Learning Objectives Refers to the level of learning objectives that each knowledge point has.

(3) Specific descriptive statements Refers to specific descriptions of each level of the learning objective.

Under the conditions of classroom teaching, the teaching object refers specifically to the students of the class, in the description of the objectives can be omitted without causing misunderstanding; teaching conditions are generally in the classroom, laboratory and other teaching places, such as non-essential can be omitted; evaluation criteria in addition to the specific reference to achieve the teaching objectives of the class or the learning objectives of the knowledge point level, so there is no need to repeat the description. The evaluation criteria are based on the achievement of the teaching objectives of the lesson or the level of the learning objectives of this knowledge point, so there is no need to repeat them. For the specific description of the learning objectives, as long as the verb phrase to illustrate the learning behavior corresponding to the learning objectives can be. For example:

Know the names and basic functions of the components of a circuit.

Can draw symbols for common circuit components and simple circuit diagrams.

Master the laboratory preparation of carbon dioxide.

Understand the importance of the environment to human survival and develop an awareness of environmental protection.

5. Teaching Focus and Difficulties

The teaching focus is the most important and essential learning content in the system of knowledge and ability that constitutes this course.

The teaching difficulties mainly refer to the difficult problems encountered by students in the learning process due to the depth of knowledge and the ambiguity of knowledge.

When filling out this column, in addition to a concise description of the key points, difficult content, it is more important to consider how to highlight and strengthen the key points of teaching, breakthroughs and solving teaching difficulties. In filling out the "measures" column, the specific content of the consideration should be briefly explained.

6. Teaching media selection

(1) Knowledge point number Same as before.

(2) Learning objectives As before.

(3) Type of media Refers to the physical form of the selected instructional media. Generally commonly used are: charts, photographs, specimens, models, slides, projections, movies, audio (CD), video (VCD), courseware (video, audio, animation), the Internet and so on. In addition to this there are also teacher and student activities such as demonstrations, demonstrations, experiments, internet access, etc.

(4) Media Content Points Refers to the main content of the selected teaching media, summarized in a concise sentence. In general, the name (title) of the media can mostly reflect the main points of its content.

(5) teaching role refers to the role of the media in teaching. It has been listed in the table, the choice, as long as the corresponding code A, B, ...... and so on into the column.

(6) Usage refers to the way the media is used in the teaching process. It is also listed in the table, as long as the corresponding code A, B, ......, etc. into the column.

(7) Conclusions obtained Refers to the results expected after the use of media. For example, the expected result of Archimedes' experiment is that students will realize that the buoyant force on an object in a liquid is related to the volume of liquid displaced.

(8) Occupancy time Refers to the time required for the process of media use. In the design of teaching, should be fully estimated to the actual teaching process may occur in the process, plan the time of media use. This is conducive to the teaching progress and reasonable mastery of all aspects of classroom teaching.

(9) Media sources Including homemade, purchased, stock, xxx resource library, online downloads and so on.

7. Board book design

Board book refers to the text, formula symbols and charts and other contents written and drawn on the blackboard (whiteboard) by the teacher when lecturing. It is the whole idea of teaching and content of the concentration, is an important part of classroom teaching.

The purpose of the board design is not only from the surface requirements to do beautiful, neat, full and reasonable use of the board, but more importantly, the board can make the main content of the classroom lectures according to a certain form of organized presentation of the blackboard, which will help students better break through the difficulties, master the key points, and thus improve the quality of teaching.

Therefore, the board design is required to be closely integrated with the teaching content, to achieve focus, content integrity, systematic, logical, in line with the visual psychology, easy for students to learn.

The column of board design, the whole can be made as a board, can also be divided into 4 boards, or used as 8 slides (only the content of the board). If you need to write more content on the board, you can just use the symbol "×××" instead of the content of the board, and do not have to write out the characters one by one. If carefully designed, students will get not only the content of learning, but an artistic enjoyment and aesthetic interest of cultivation.

8. The design of the teaching process structure

This is the key to the design of classroom teaching. The previous teaching objectives, teaching content, teaching object analysis, teaching strategies, teaching media selection, classroom teaching structure type of selection and combination of work, will be reflected in the design of the teaching process structure.